Recursive Readings and Reckonings: Kindergarteners' Multimodal Transactions with a Nonfiction Picturebook

Autor/in	Shimek, Courtney
Titel	Recursive Readings and Reckonings: Kindergarteners' Multimodal Transactions with a Nonfiction Picturebook
Quelle	In: English Teaching: Practice and Critique, 20 (2021) 2, S.149-162 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
DOI	10.1108/ETPC-07-2020-0068
Schlagwörter	Nonfiction; Picture Books; Multiple Literacies; Semiotics; Video Technology; Males; Workshops; Reading Instruction; Case Studies; Kindergarten; Nonverbal Communication; Prior Learning; Peer Relationship; Teaching Methods; Literacy Education; Theories + Suchen Sie Ihr Suchwort? Non-fiction; Nichtfiktionaler Text; Picture book; Bilderbuch; Semiotik; Male; Männliches Geschlecht; Lernwerkstatt; Schulung; Leseunterricht; Case study; Fallstudie; Case Study; Non-verbal communication; Nonverbale Kommunikation; Vorkenntnisse; Peer-Beziehungen; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie
Abstract	Purpose: Our world had always been multimodal, but studying how young children enact and embody literacy practices, especially reading, has often been overlooked. The purpose of this study was to examine how young children respond to nonfiction picturebooks in multimodal ways. This paper aims to answer the question: What multimodal resources do readers use to respond to and construct meaning from nonfiction picturebooks? Design/methodology/approach: Undergirded by Rosenblatt's transactional theory of reading and social semiotic multimodality, a 9-min video clip of three boys making sense of one nonfiction picturebook during reading workshop was analyzed using Norris' approach to multimodal data analysis. This research stemmed from a five-month-long case study of one kindergarten class's multimodal and collective responses to nonfiction picturebooks. Findings: Findings demonstrate how readers use gesture, gaze and proxemics in addition to language to signal agreement with one another, explain new ideas or concepts to one another and incorporate their background knowledge. In addition to reading images, the children learned to read each other. Originality/value: This research indicates that reading is inherently multimodal, recursive and complex and provides implications for teachers to reconsider what kinds of responses they prioritize in their classrooms. Additionally, this research establishes the need to better understand how readers respond to nonfiction books and a broader examination of multimodality in the literacy curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01